欧美学生汉语情状补语句习得研究

An Investigation of Acquiring Chinese Complement of State by European and American Students

本文采用横向规模研究的方法,通过问卷调查对欧美留学生习得汉语情状补语句的情况进行了定量研究,该问卷通过翻译题和完型填空题考察了欧美学生对于七类汉语情状补语句的习得情况。我们根据北京语言大学"留学生汉语中介语语料库"以及相关本体研究,确定了七类需要考察的汉语情状补语句,通过对初级、中级、高级三个水平的五十七名欧美学生各类汉语情状补语句的正确使用相对频率进行分析,我们得出了欧美学生习得七类汉语情状补语句的顺序,同时进行了分析和解释,并在此基础上对欧美学生习得七类汉语情状补语句的过程进行了研究和分析。最后,我们从偏误分析的角度依次归纳了各种类型情状补语句中学生出现的错误,并进行了分析和解释。我们认为欧美学生对七类汉语情状补语句的习得情况是不一样的,有的类型的情状补语比较简单,学生能够成功地习得,但是有的类型到了高级阶段学生仍然不能很好地习得。导致这种现象产生的原因有很多,如母语的负迁移、目的语规则的泛化、教材的编排、情状补语本身的复杂程度等等。

Based on the method of cross-sectional studies,this paper carries out a quantitative research on the acquisition of the Chinese complement of state of Chinese language among European and American students according to a comprehensive and systematic questionnaire. The questionnaire examines the acquisition of seven kinds of the Chinese complement of state of Chinese language by the students from Europe and America through translation item and cloze item. First,Based on the Chinese Inter-language Corpus for Foreign Students( BLCU) and related ontology researches,seven kinds of the Chinese complement of state of Chinese language were chosen to be studied. Then we analyzed the relative frequency of proper use of the Chinese complement of state of Chinese by 57 European and American students from elementary-level,mid-level,and advanced-level. After this,we found out a difficult order of the acquisition of all the seven kinds of the complement of state and used different statistical method to analyze. We also studied and analyzed the process of acquisition of the Chinese complement of state of Chinese by these European and American students. Finally,we summed up the various types of wrong statements from the perspective of error analysis,analyzed and explained the mistakes. We believe that the acquisition of the seven kinds of Chinese complement of state of European and American students is not the same. This phenomenon led to many reasons,such as negative transfer of mother tongue,overgeneralization,arrangement of teaching materials,and the complexity of the complement their own and so on.